The document provides an overview of key considerations for developing a reading test, including:
1. Defining the constructs being assessed and their purpose, as well as test taker characteristics and how results will be interpreted.
2. Specifying the overall test structure and individual task formats, number of tasks, and scoring methods.
3. Guidelines for writing test items including text selection, item types, language use, and common errors to avoid in multiple choice questions.
From the CALPER/LARC Testing and Assessment Webinar Series
Download the handouts and ppt: https://larc.sdsu.edu/archived-events/
View the recording: https://vimeo.com/60470458
Webinar Date: February 21, 2013
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
From the CALPER/LARC Testing and Assessment Webinar Series
Download the handouts and ppt: https://larc.sdsu.edu/archived-events/
View the recording: https://vimeo.com/60470458
Webinar Date: February 21, 2013
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
Recopilación de actividades para reforzar los contenidos trabajados durante el primer bimestre de cuarto grado.
En su mayoría, las actividades fueron tomadas del libro "Explorar en Matemática 4", Editorial Santillana
Cite It Right! Scoring and Teaching GED Reasoning Through Language Arts Test ...Meagen Farrell
Presented at VAILL 2014 in Radford, Virginia. Explanation of scoring with practice, plus instructional activities to prepare your students to write an extended response on the GED RLA Test.
ASSIGNMENT 2 - Research Proposal Weighting 30 tow.docxsherni1
ASSIGNMENT 2 - Research Proposal
Weighting: 30% towards final grade
Word limit: 3000 (-/+10%) – text only, excluding tables, appendices, references,
covers page, contents.
This is an individual piece of work
Apply the requirements of the Harvard Referencing System throughout the
report.
Use the structure appearing below:
Research Proposal Specifics
You are about to commence a new research project in a field of your choice.
You are expected to write a report that constitutes a research proposal.
1. Working individually, you will:
- Have chosen a clear and specific research question/ aim/ hypothesis for your research;
- Have contextualised your research question/ aim within the academic literature;
- Understand the philosophical and methodological bases for your research;
- Have a sound method to address the research question/ aim/ hypothesis.
2. Use Harvard style in-text citation and referencing.
3. Do not copy any materials you use word for word unless you identify these sections clearly as
quotations.
4. If you paraphrase any materials, you must identify sources through in-text referencing.
5. This is an individual assignment please do not work closely with anyone else.
6. Write 3000 words (+ or – 10%) excluding the header sheet, cover page, contents page, reference
list, footnotes and appendices.
Marks for criteria: Criteria
10% Focus and Completion Does the proposal
address the set tasks in a meaningful
manner?
20% Research Objective Does the proposal
clearly articulate
20% Synthesis and Soundness Does the
proposal place the research objective in
the context of the relevant academic
literature and any relevant past studies?
Does the discussion demonstrate a
comprehensive understanding of that
literature?
30% Research Methods and Methodology Does
the proposal sensibly outline methods for
accessing sources of data that will address
or answer the research objective? Is the
method consistent with the methodology?
10% Clarity of Approach Is the proposal well
organised, logically constructed and
attentive to the needs of the reader? Does
the timeline include an Gantt chart or key
milestones for research?
10% Mechanical Soundness Is the portfolio
clearly written, spell
Structuring the research proposal
1. Introduction (~200 words)
Explain the issue you are examining and why it is significant.
Describe the general area to be studied
Explain why this area is important to the general area under study (e.g., psychology of
language, second language acquisition, teaching methods)
2. Background/Review of the Literature (~1000 words)
A description of what has already known about this area and short discussion of why the background
studies are not sufficient.
Summarise what is already known about the field. Include a summary of the basic
background information on the topic gleaned from your literature re ...
Placement and Practice Tests from (RELOD + Бабушкина Ирина Викторовна)RELOD
http://relod.ru
Презентация конференции "Оксфордские дни 2013"
http://www.relod.ru/company/news/2426_oktyabrya_v_moskve_sostoyalis_oksfordskie_dni__osen_2013/
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. 1. Planning and designing the test
2. Defining reading
3. Writing specifications for individual
task
4. Writing the test
5. Writing good MCQs
3. Test context and purpose specifications
Specifications of the overall test structure
Specifications for individual test tasks
4. Test context and purpose specifications
⇒How the test will be used?
⇒How results will be interpreted?
⇒Why the test is being given in the first place?
5. Purpose(s) of the test What decision(s) will you make based on test results?
Construct(s) to be assessed and
their definitions
• What are the constructs, and what do you view
them as including?
Target language use (TLU)
domain and common
/important task types
• What language use context(s) outside the test
should test results generalize to?
• What should the test tell you about what students
can do in those contexts?
Characteristics of test takers • Who are the people who will take your test, what
are they like, and what do they probably know?
Minimum acceptable levels for
each of the qualities of
usefulness
• What is the lowest level you would be willing to
accept for each one, and how do you prioritize
them?
Resource plan • What resources do you need to create and use this
test, and what resources are available? (time, space,
materials and equipment, personnel)
7. Construct Elements often included in construct definitions
Listening Listening for the main idea, listening for major points, listening
for specific details, listening for the gist, inferencing, predicting,
determining the meaning of unfamiliar vocabulary from context,
distinguishing fact from opinion, determining speaker’s intent,
notetaking
Reading Reading for the main idea, reading for major points, reading for
specific details, reading for the gist, inferencing, predicting, skimming,
scanning, determining the meaning of unfamiliar vocabulary from
context, distinguishing fact from opinion, sensitivity to rhetorical
organization of the text, sensitivity to cohesion of the text, identifying
author purpose or tone, paraphrasing texts
8. ⇒What will students do when they take the test? (task
format)
⇒How many questions or prompts will there be in
each section of the test? (number of tasks)
9. ⇒How the test will be used?
⇒How results will be interpreted?
⇒Why the test is being given in the first place?
10. Steps in the process
1.Review construct definitions.
2.Choose task format(s) for assessing each construct,
or for each aspect of each construct.
3.Decide how many of each task (questions,
passages, prompts, etc.) to use in each section.
11. In group of 3-4, take a test that you are familiar with
and analyze their purpose, context and overall
structure. It can be an institutional test that your
faculty is running or it can be an international one
such as PET, IELTS or TOEFL.
12. What do we test when we test reading
competence?
14. Focuses on the divisibility of capabilities a reader is
assumed to need in tackling certain test item
Defing factors that contribute the succesful reading
(recalling word meanings, drawing inferences,
recognising a writer’s purpose/attitude/tone, finding
answers to explicit questions and following the
structure of a passage) (Davis, 1968)
Weaknesses: focuses on the outcome/performance
in the test rather then the reading process itself
15. Reading might be subdvided into
competencies which the skilled reader is
believed to have.
Mainly based on informed intuition
rather than emperical research
16. Level of activity
(from more simple
to more complex)
Readers’ typical cognitive operations
in language tests
Size of typical
unit
1 Lexis: word matching Reader identifies same word in question and text Word
2 Lexis: synonym and
word-class matching
Reader uses knowledge of word meaning or
word class to identify synonym, antonym or
other related word
Word
3 Grammar/syntax Reader uses grammatical knowledge to
disambiguate and identify answer
Clause/
sentence
4 Propositional
meaning
Reader uses knowledge of lexis and grammar to
establish meaning of a sentence.
Sentence
5 Inference Reader goes beyond literal meaning to infer a
further significance
Sentence/
paragraph/ text
6 Building a mental
model
Reader uses several features of the text to build
a larger mental model
Text
7 Understanding text
function
Reader uses genre knowledge to identify text
structure and purpose
Text
17. In group of 3-4, take a test that you are
familiar with and analyze the underlying
construct of the reading component. It can
be an institutional test that your faculty is
running or it can be an international one
such as PET, IELTS or TOEFL.
18. Specifications
component
Comments
Purpose, and
construct
Taken from the overall test specifications, which were
based on the context and purpose specifications
Description of the
task
Descriptions of questions, prompts, or reading or
listening passages (depending on the task format being
used), and time allowed to complete the section.
Scoring method Including:
• For questions: right/wrong, or partial credit?
• For limited production tasks: model answer
descriptions, and essential response components
• For extended production tasks: considerations the
scoring rubric must address, and type of scoring rubric
Sample task Example of each type of prompt, question, and reading
or listening passage
19. Studying the spec.
Selecting text(s)
Writing Items
Piloting test
Analyzing results & revising items
Piloting with a larger population
Test calibration & validation
20.
21. Passage must be able to support questions of
the sort called for in the specs.
Length
Topic
Topical specificity
Vocab (variety, frequency/familiarity, density)
Syntax
Genre
Rhetorical mode
25. • Whether items are presented in the LI or L2
• Whether “false” items need to be corrected
• How long the item stems and options are
• Which vocabulary and grammatical
structures are to be used (or avoided), if any
26. • Whether items are presented in the LI or L2
• How many distractors there are
• How long the item stems and options should be
• Which vocabulary and grammatical structures are
to be used (or avoided), if any
• Which part(s) of speech are to be used (for one word
answers)
27. • Whether items are presented in the LI or L2
• Whether responses are accepted in the L 1, L2, or
both
• Whether linguistic accuracy is included in scoring
criteria (for answers in the L2)
• Which vocabulary and grammatical structures are to
be used (or avoided), if any
28. • How long item stems are
• How long responses should be
• What is the maximum number of pieces of
information to ask for
• Whether polytomous or dichotomous scoring
is to be used; if polytomous, how many points
per item, or per piece of information
29. • Whether items are presented in the LI or L2
• How long the item stem and options are
• Which vocabulary and grammatical
structures areto be used (or avoided), if any
• How many options there are
30. Parts of an MCQ
stem - the text of the question
options - the choices provided after the stem
(these include the key and the distractors)
the key - the correct answer in the list of
options
distractors - the incorrect answers in the list of
options
32. 1. The message is about a change in schedule for
a(n)______ .
A. business meeting
B. doctors appointment
C. airline flight
2. The meeting time has been changed from______ .
A. 8 am to 9 am
B. 9 am to 10 am
C. 10 am to 11 am
33. According to the passage, there are now over______ dance schools
in Italy.
A two hundred
B two thousand
C two hundred thousand
D two million
The research center uses the panda blood samples for:
A creating super-pandas
B research and storage
C comparison with bears and cats
D display purposes
34. The options are not all grammatically
consistent with the stem.
The doctor gave the patient some_______.
A medicine
B stethoscope
C surgical
35. The reading passage is about the_______airplane in the world.
A biggest
B first
C oldest
D fastest
The engineers in the passage are trying to make a ______ airplane.
A huge
B fast
C small
D fuel-efficient
36. Orange County:
A. has the largest concentration of
Vietnamese people in California.
B. is one of the locations with the most
Vietnamese residents in California.
C. has the largest concentration of
Vietnamese people in the U.S.
38. The stem should not contain irrelevant
material
A. original stem:
Paul Muldoon, an Irish postmodern poet who uses
experimental and playful language, uses which
poetic genre in "Why Brownlee Left"?
a. sonnet
b. elegy
c. narrative poem
d. dramatic monologue
e. haiku
B. improved stem
Paul Muldoon uses which poetic genre in "Why
Brownlee Left"?
a. sonnet
b. elegy
c. narrative poem
d. dramatic monologue
e. haiku
39. The stem should not contain irrelevant
material
A. original stem:
Paul Muldoon, an Irish postmodern poet who uses
experimental and playful language, uses which
poetic genre in "Why Brownlee Left"?
a. sonnet
b. elegy
c. narrative poem
d. dramatic monologue
e. haiku
B. improved stem
Paul Muldoon uses which poetic genre in "Why
Brownlee Left"?
a. sonnet
b. elegy
c. narrative poem
d. dramatic monologue
e. haiku
40. Duplicating material in each of the
options (instead of putting it in the
stem)
A. original stem
Theorists of pluralism have asserted which of the
following?
a. The maintenance of democracy requires a
large middle class.
b. The maintenance of democracy requires
autonomous centres of contervailing
power.
c. The maintenance of democracy requires
the existence of a multiplicity of religious
groups.
d. The maintenance of democracy requires a
predominantly urban population.
e. The maintenance of democracy requires
the separation of governmental powers.
B. improved stem
Theorists of pluralism have asserted that the
maintenance of democracy requires
a. a large middle class
b. autonomous centres of contervailing power
c. existence of a multiplicity of religious
groups
d. a predominantly urban population
e. separation of governmental powers
41. Duplicating material in each of the
options (instead of putting it in the
stem)
A. original stem
Theorists of pluralism have asserted which of the
following?
a. The maintenance of democracy requires a
large middle class.
b. The maintenance of democracy requires
autonomous centres of contervailing
power.
c. The maintenance of democracy requires
the existence of a multiplicity of religious
groups.
d. The maintenance of democracy requires a
predominantly urban population.
e. The maintenance of democracy requires
the separation of governmental powers.
B. improved stem
Theorists of pluralism have asserted that the
maintenance of democracy requires
a. a large middle class
b. autonomous centres of contervailing power
c. existence of a multiplicity of religious
groups
d. a predominantly urban population
e. separation of governmental powers
46. What is the task format? (MCQs,
True/False, gap-fill, cloze,..)
How many items? (mininum 5)
What skill does each item test?
What is the level of difficulty of each
item? (A1-C1)
Time: 3.00-3.25pm
Editor's Notes
Usefulness (Bachman & Palmer, 1996): reliability, authenticity, construct validity, impact and practicality.
Validity is an integrated evaluative judgement of the degree to which empirical evidence and theoretical rationales support the adequacy and appropriateness of inferences and actions based on test scores or other modes of assessment.
Messick đưa ra sáu khía cạnh của tính giá trị như sau:
Khía cạnh nội dung (The content aspect) của tính giá trị bao gồm các minh chứng về sự liên quan và sự đại diện về mặt nội dung của các câu hỏi kiểm tra và chất lượng kỹ thuật của bài kiểm tra;
Khía cạnh lý thuyết (The substantive aspect) của tính giá trị được dùng để chỉ các lập luận mang tính lý thuyết để giải thích cho tính nhất quán trong các câu trả lời của thí sinh mà người kiểm tra thu được;
Khía cạnh cấu trúc (The structural aspect) đánh giá độ chính xác của cấu trúc điểm so với cấu trúc của lĩnh vực năng lực mà bài kiểm tra đang đo lường;
Khía cạnh khái quát hóa (The generalisability aspect) kiểm tra khả năng khái quát từ các đặc điểm và các ý nghĩa của điểm số trong một bài kiểm tra trên một mẫu thí sinh này tới các mẫu thí sinh khác, vào các bối cảnh kiểm tra khác, và với các câu hỏi kiểm tra khác, bao gồm cả việc khái quát về năng lực của các mối tương quan giữa điểm bài kiểm tra và điểm tiêu chí. Khía cạnh này bao trùm khái niệm độ tin cậy của điểm bài kiểm tra;
Khía cạnh bên ngoài (The external aspect) gồm các minh chứng về độ hội tụ và độ phân biệt của các phép so sánh nhiều năng lực – nhiều phương pháp cũng như các minh chứng về sự liên quan của tiêu chí và sự hữu ích của việc sử dụng điểm số; và
Khía cạnh hệ quả (The consequential aspect) đánh giá các ngụ ý về giá trị của điểm số, các hệ quả thực tế hay hậu quả tiềm tàng của việc sử dụng bài kiểm tra, đặc biệt trong các vấn đề về tính công bằng trong kiểm tra đánh giá. (Messick 1995).